11. Developing Student Awareness of the Talmud as an Edited Document: A Pedagogy for the Pluralistic Jewish Day School

Chapters in this book

1. Frontmatter 1
2. Contents 6
3. Acknowledgements 8
4. Foreword 11
5. 1. Cultivating Curiosity about the Teaching of Classical Jewish Texts 13
6. PART 1: Focus on Subject Matter
7. 2. A Map of Orientations to the Teaching of Bible 26
8. 3. What Are the Orientations to the Teaching of Rabbinic Literature? 52
9. 4. Teaching Talmudic Hermeneutics Using a Semiotic Model of Law 81
10. 5. Neusner, Brisk, and the Stam: Significant Methodologies for Meaningful Talmud Teaching and Study 105
11. PART 2: Focus on Teaching and Teachers
12. 6. The Pedagogy of Slowing Down: Teaching Talmud in a Summer Kollel 128
13. 7. Serendipity and Pedagogy: Presenting the Weekly Parashah through Rabbinic Eyes 158
14. 8. Introducing the Bible: The Comparative Orientation in Practice 186
15. PART 3: Focus on Learning and Learners
16. 9. Teaching Ancient Jewish History: An Experiment in Engaged Learning 212
17. 10. “A Judaism That Does Not Hide”: Curricular Warrants for the Teaching of the Documentary Hypothesis in Community Jewish High Schools 236
18. 11. Developing Student Awareness of the Talmud as an Edited Document: A Pedagogy for the Pluralistic Jewish Day School 264
19. 12. A Theory of Havruta Learning 286
20. PART 4: Focus on Context
21. 13. “Torah Talk”: Teaching Parashat Ha-shavua to Young Children 324
22. 14. Using the Contextual Orientation to Facilitate the Study of Bible with Generation X 352
23. 15. Academic Study of the Talmud as a Spiritual Endeavor in Rabbinic Training: Delights and Dangers 377
24. 16. Teaching Rabbinics as an Ethical Endeavor and Teaching Ethics as a Rabbinic Endeavor 388
25. List of Contributors 415
26. Index of Biblical and Rabbinic Sources 416
27. General Index 418